This research explored the experiences of three health professionals transitioning into academia as second-career academics (SCAs), with the aim of gaining insight into potential enablements and constraints for such career changers. The process of redefining identity from expert health professional to novice academic could occur through a three-stage process of transitioning. However, if SCAs experience an unsupportive or 'care-less' environment, such redefining may not occur. The paper attempts to illuminate the crucial role of educational developers in understanding and supporting SCAs when they 'start a new life' in academia.